House Arts This year the House Arts competition will be celebrated with evening performances on Wednesday 2nd and Thursday 3rd of October 2019 at 7.00pm in the school hall. Paget and Stafford House wilt perform on the Wednesday evening and Ferrers and Audley on the Thursday. Each House has been exploring the life and works of a Hollywood icon: each House creating their own narrative and paying tribute to this actor through the mediums of Drama, Dance, Music, technology and the production of a theatre programme. The cast is drawn from Years 7-13 and is being directed by a team of Senior Prefects. You are warmly invited to attend what promises to be a highly enjoyable evening. Tickets can be purchased through our online box office. Click below to purchace tickets https://yourboxoffice.co.uk/wolverhampton-girls-high-school/615-house-arts-2019 For the first week of ticket sales the limit for tickets for each family group is two due to the high demand for each evening. Numbers will then be assessed and additional seats released if available for families to purchase further tickets. The box office will open on Monday 23rd September from 4pm and tickets are £3. We look forward to seeing you there.

English Vertical Sequencing Curriculum Leader: Mrs E Booton-Ford Department Introduction: Welcome to the dynamic world of English at Wolverhampton Girls’ High School, where language comes alive, creativity knows no bounds, and a love for literature takes flight. Led by the passionate Mrs E Booton-Ford, our English department is a vibrant community of specialists dedicated to nurturing the diverse talents and boundless potential within each student. About Us: Engaging, enlightening, and empowering – these are the principles that define our approach to teaching English. Our curriculum is thoughtfully crafted to not only build essential language skills but also to instil a deep appreciation for the beauty and power of words. Through thematic and skills-based units, such as "Race and Place," "A Midsummer Night’s Dream," and "Relationships from the Past and Present," students embark on a literary journey that spans diverse genres and cultures. Department Aims: What skills will I develop? The aim of studying English is to introduce students to a varied selection of reading texts from different periods of history and different contexts in order to foster an appreciation of writer’s craft. To also transfer skills from their study of reading to their own writing to encourage them to write for a range of different audiences, contexts and purposes. To develop confidence in articulating their ideas in spoken form in a range of different contexts and, therefore, enhance their presentational and listening skills. Engagement of Reading: At the core of our English Department's mission is the unwavering commitment to instil a profound love for literature in every student. We employ a multifaceted approach to tracking and nurturing this passion, ensuring that reading transcends beyond the curriculum. For Key Stage 3 pupils, our targeted "Drop Everything and Read" (DEAR) lessons stand as a dedicated space within their schedules, occurring at least once a half term. These sessions are a literary haven, providing students with the opportunity to immerse themselves in a diverse array of books, fostering a genuine appreciation for the written word. As a fundamental aspect of our mission, DEAR lessons aim to encourage relaxation and the pure enjoyment of a good book. To further support our readers and monitor their progress, we implement the Accelerated Reader program, diligently designed to track reading ages and provide tailored support for individual growth. Complementing these initiatives are our library lessons, held once a half term and orchestrated by our skilled librarian, Mrs. Pagett. These lessons not only guide students in navigating the vast world of literature but also serve as a platform to instil the lifelong habit of accessing and savouring the treasures found within the pages of a book. In every facet of our commitment to reading, we strive to create an environment where the love for literature flourishes and becomes an integral part of each student's academic journey. Key Stage 3: Year 7: In Year 7, students delve into the fascinating world of 'Race and Place,' exploring new texts from different cultures and tracing the evolution of storytelling across ages. The adventure continues with a captivating study of "A Midsummer Night's Dream." Year 8: Year 8 brings the exploration of George Orwell's "Animal Farm," followed by an immersion in American civil rights literature. Students also get the chance to showcase their creative prowess through a writing competition with the exciting prospect of getting published. Year 9: The journey through literature takes a dramatic turn in Year 9 with the timeless tragedy of "Romeo and Juliet," an exploration of relationships in the past and present, and a rendezvous with the mysterious "Inspector Calls." Key Stage 4: Year 10 marks a pivotal point in our students' literary journey as they dive into the demanding yet rewarding landscape of GCSE specifications in English Language and English Literature. Imbued with the skills to effectively communicate information, ideas, and explore the nuanced effects and impact of language, students embark on a comprehensive study of Modern Drama, Shakespearean classics, Literary Heritage, and Poetry. Engaging in timed assessments, Year 10 becomes a crucible where knowledge and expression intertwine, laying the foundation for the challenges that lie ahead. Key Stage 5: Elevating the literary exploration to new heights, A Level Literature in Year 12 unveils the rich tapestry of Gothic literature with a riveting study of 'Frankenstein,' 'The Bloody Chamber,' and unseen Gothic masterpieces. The journey continues with a profound exploration of Chaucer's 'The Merchant's Tale' and the dark intrigue of 'The Duchess of Malfi,' culminating in the enchanting realms of 'The Tempest.' In Year 13, the focus shifts to an in-depth analysis of contemporary poetry with Liz Berry's 'The Republic of Motherhood,' paving the way for a captivating comparative study of 'A Streetcar Named Desire' and 'Wide Sargasso Sea.' The academic odyssey concludes with a comprehensive review of the coursework, delving into 'The Merchant's Tale,' 'The Duchess of Malfi,' and revisiting the Gothic allure of 'Frankenstein,' 'The Bloody Chamber,' and unseen masterpieces, creating a comprehensive tapestry of literary mastery. Year 12 ‘Frankenstein’ and ‘The Bloody Chamber,’ and unseen Gothic literature. ‘The Merchant’s Tale’ and ‘The Duchess of Malfi’ ‘The Tempest’ Year 13 ‘The Republic of Motherhood’ by Liz Berry – poetry coursework ‘A Streetcar Named Desire’ and ‘Wide Sargasso Sea’ – comparative coursework Completion of poetry coursework Completion of ‘The Merchant’s Tale’ and ‘The Duchess of Malfi’ Completion of ‘Frankenstein’ and ‘The Bloody Chamber,’ and unseen Gothic literature. Extra-Curricular Activities: Embarking on a journey beyond the classroom, the English Department passionately enriches our students' literary experiences through an engaging array of clubs and activities. From the immersive world of Drama Club designed for Key Stage 3 pupils to the captivating exploration of Gothic cinema in the Key Stage 5 Gothic Film Club, our clubs serve as vibrant hubs for creativity and collaboration. In the spirit of fostering expression across all ages, the student-led 'Write Away' club creates a dynamic platform for literary contributions. We extend the literary adventure beyond local stages as KS5 students delve into 'The Woman in Black,' enhancing their understanding of the Gothic genre. Further enriching our appreciation for Shakespeare, a summer sojourn to Stratford upon Avon, the Bard's birthplace, awaits. Culminating our academic year are spectacular productions, inspired by past successes such as the 2019 House Arts rendition of an Elvis Presley-themed Juke Box Musical. These productions provide a stage for students to showcase talents, be it in directing, acting, or managing technical aspects. Join us in a realm where creativity flows seamlessly, encouraging students to explore, express, and excel in the realms of literature and performing arts.

Chemistry Vertical Sequencing Curriculum Leader: Miss M Husein Department Introduction: The chemistry department at WGHS aims to create enthusiastic, knowledgeable, interested and ultimately successful learners who recognise chemistry’s important place in the world. Our aim is to develop scientific curiosity in our students through inspiring teaching. Chemistry affords exciting opportunities for our students to develop their understanding of the world at an atomic level. We want to challenge our students to tackle difficult concepts and formulate their own judgements. Our students will develop a high level of scholarly understanding of the world around them, enabling them to make informed decisions as global citizens. We are committed to establishing a learning environment that encourages students to develop their observational, experimental, problem solving, critical thinking and evaluation skills so that they become confident at analysing and interpreting information and data. Students will be offered many opportunities to apply and expand on their mathematical and communication skills. They will become aware of the ethical implications of scientific advances and gain opportunities to independently extend their skills beyond the classroom. Fundamentally, our team want to inspire, foster, and nurture a love of chemistry and use scientific knowledge and skills to make informed decisions about the communication, application, and implications of science related to their own lives, cultures and to the sustainability of the environment. Department Aims: Key Stage 3: Chemistry at WGHS is taught as part of a bespoke science course which aims to promote the enjoyment of the subject, develop the practical skills that students will need to study the subject further and embed an understanding of the core principles and the more abstract ideas of the subject. Students begin Year 7 by learning how to work safely in a laboratory and how to use different pieces of equipment. This then allows them to make observations about different substances which leads to them learning about the particle model of matter. They continue to explore the idea of pure and impure substance, and mixtures and learn different techniques for separating them. They finish the year by applying their knowledge to learn about acids and alkalis, which introduces them to the idea of chemical reactions. In Year 8, students develop their understanding of matter by learning about atoms, elements, and compounds. This introduces them to the Periodic Table, which they use to write word and chemical equations. They then explore different types of reactions including learning about exothermic and endothermic reactions, and how metals are extracted from their ores. Key Stage 4: In year 9 the students commence study for the GCSE Chemistry (8462) This qualification is linear. Linear means that students will sit all their exams at the end of the course. The course is arranged into 10 units and the students must complete 8 required practical activities over the three years of teaching. Subject content: 1. Atomic structure and the periodic table 2. Bonding structure and the properties of matter 3. Quantitative chemistry 4. Chemical changes 5. Energy changes 6. The rate and extent of chemical change 7. Organic chemistry 8. Chemical analysis 9. Chemistry of the atmosphere 10. Using resources At the end of year 11 the students will sit two 1 hour 45 minute papers consisting of multiple choice, structured, closed short answer and open response Key Stage 5: A-level builds on the concepts and skills developed at GCSE to help nurture students' passion for science and pave the way for further study and careers in science. Students will study AQA chemistry A level (7405) in Year 12 and 13. This qualification is linear which means that students will sit all the A-level exams at the end of their A-level course. Subject content includes Physical chemistry Atomic structure Amount of substance Bonding Kinetics Chemical equilibria, Le Chatelier’s principle and Kc Oxidation, reduction and redox equations Thermodynamics Electrode potentials and electrochemical cells Acids and bases Inorganic chemistry Periodicity Group 2, the alkaline earth metals Group 7(17), the halogens Properties of Period 3 elements and their oxides Transition metals Reactions of ions in aqueous solution Organic chemistry Alkanes Halogenoalkanes Alkenes Alcohols Organic analysis Optical isomerism Aldehydes and ketones Carboxylic acids and derivatives Aromatic chemistry Amines Polymers Amino acids, proteins and DNA Organic synthesis Nuclear magnetic resonance spectroscopy Chromatography A separate endorsement of practical skills will be taken alongside the A-level. This will be assessed by the chemistry teachers and will be based on direct observation of students’ competency in a range of skills that are not assessable in written examinations. At the end of Year 13 students will sit 3 examination papers on Inorganic, physical, organic and practical chemistry. Extra-Curricular Activities: Science club

Psychology Vertical Sequencing Curriculum Leader: Mrs G Rai Department Introduction: Psychology is about people; it is the scientific study of mind and behaviour. It is fascinating to discover explanations for the way that we behave. It is a science and therefore well designed research studies are important to support the theories that psychologists put forward. The specification has been designed to provide a broad introduction to the scope and nature of psychology as a science. Psychology will be a new subject to most students. The department aims to gradually introduce the skills required for understanding and success. Students develop a number of transferable skills such as critical analysis and evaluation. A variety of teaching and learning techniques are employed to maximise the potential of each student. The examination board is AQA. Visit the website at www.aqa.org.uk for further information and past papers. ​ The aim of the department is to support each student to achieve to their full potential and to enjoy studying a subject that is new and relevant to everyday life. Course Overview: A Level Psychology A level Psychology is assessed by three, two hour examinations at the end of year 13. These are equally weighted: Paper 1 Social Influence: In this unit we look at how the social context can change a person’s behaviour. Specifically we look at why people conform (follow the crowd), why people blindly obey authority before finally looking at those people who stand out from the crowd and sometimes cause social change (e.g. the suffragettes). Memory: In this unit we look at how memory works, what makes us forget and we link this theory to the real world by considering whether eyewitness testimony should be trusted by the courts. Attachment: In this unit we look at the importance of the attachment bond between an infant and their caregiver. We look at real life examples of when this bond hasn’t formed and consider whether it is possible for children to recover from this. Psychopathology: Psychopathology is another term for ‘mental illness’. We look at how we define mental illness before looking at three specific mental illnesses (OCD, depression, phobias) including their symptoms, their causes and their treatment. Paper 2 Approaches: This unit looks at the history of Psychology and the main schools of thought in Psychology. Biopsychology: In this unit we look at how biological factors shape our behaviour. Specifically we study the nervous system and neurons. We then look at the brain including its anatomy and how it can be studied. Finally, we look at biological rhythms. Research Methods: This is a double unit looking at the different research methods psychologists have available to them, how research is planned and undertaken, and how data is analysed in order to determine whether a hypothesis can be supported. Paper 3 Aggression: In this unit we consider what causes aggressive behaviour before looking specifically at aggression in prisons and whether the media can cause aggressive behaviour. Cognition and Development: This unit looks at the development of cognition (thought), possible causes of autism, whether empathy has a biological cause and how children learn to take the perspective of others. Stress: In this unit we look at how stress can lead to illness, causes of stress and ways of managing stress. Issues and Debates: In this synoptic unit we look at some of the key debates in Psychology such as the ‘nature-nurture’ debate, the question of whether we have free will, and whether we should take a reductionist approach in Psychology. Some of the issues we look at are gender and cultural bias in research. Department Aims: Key Stage 3: Key Stage 4: Key Stage 5: Extra-Curricular Activities:

Careers Vertical Sequencing Curriculum Leader: Mrs R Brett Department Introduction: The Careers programme aims to provide information about career opportunities, help develop powers of self-awareness so students can make the appropriate career choices, develop skills to cope successfully in an adult environment and to develop an understanding of the world of work. Advice is given on the selection of GCSE subject options, A-Level choices and transition to higher education/apprenticeships. Students receive face-to-face Careers advice at KS4 and there are opportunities for practical, hands-on work experience in Years 10 and 12. Drop-in sessions and one-to-one interviews are available throughout the year. Whole Year Careers Events are arranged at various points in the school calendar. Department Aims: The Careers programme is delivered as part of the PSHCE curriculum and through events organised for students throughout the year. The school aims to help the students experience the world of work and to give them guidance on how to reach their career goals. Additionally, general guidance and resources are accessible in the school library. Subject staff will also be promoting careers related to their areas during lesson time. Key Stage 3: Careers Education and Guidance begins in Year 7 as part of the PSHCE curriculum when students consider their achievements, qualities, aptitudes and activities. They challenge job stereotypes related to gender and develop their enterprise skills by planning an event. In Year 8, students are made aware of how the world of work is changing and the skills that promote employability. They undertake research into local labour market to establish how their skills match the employment opportunities. Year 9 is a time when students begin to think about aspirations and plans for the future. Short-term and long-term plans are made as part of the programme for choosing KS4 options, students also undertake virtual work experiance. An options choice evening is held for Year 9 students and their parents where choices are explained, and staff are available for discussion. Key Stage 4: During Year 10 & 11 students look at employability skills and their rights/responsibilities as an employee. They learn how to interpret pay slips and the role that trade unions play in the workplace. In addition, students look at how to choose their A Levels as well as develop key skills such as filling in job applications and writing covering letters. They each have an interview with the school Careers Advisor and are given information relating to their areas of interest. Guidance interviews with members of staff, an Options evening and Parents’ evening help them to prepare for their Year 12 Option Choices. Careers Events are arranged for KS4 where students have an opportunity to take part in a mock interview to receive feedback on how they come across in an interview situation. Key Stage 5: In KS5 students are given information about Higher Education and Careers opportunities throughout the year. The careers advisor is available for discussion of opportunities available. A Higher Education Fair is held in Spring of Year 12 when representatives from a variety of Universities, Apprenticeship providers and Professions attend. Past students also attend this event and talk about their experience of H. E. and the world of work. Year 12 students are encouraged to undertake Work Experience. The Year 12 Career Event introduces students to a range of employers from a wide variety of professions. Extra-Curricular Activities: Students take part in a Careers event each academic year where they experience a meaningful encounter with a range of employers.